A young man named Crom must set out on a Quest to save all life. Traveling through portals to unknown places he encounters strange and unique people, monsters and aliens. With the help of those he meets along his journey he will change and become a legendary figure or fail his quest and see the destruction of the Universe and all life in it.
Combining theory and practice, this updated new edition provides a complete overview of how to create deep and meaningful quests for games. It uses the Unity game engine in conjunction with Fungus and other free plugins to provide an accessible entry into quest design. The book begins with an introduction to the theory and history of quests in games, before covering four theoretical components of quests: their spaces, objects, actors, and challenges. Each chapter also includes a practical section, with accompanying exercises and suggestions for the use of specific technologies for four crucial aspects of quest design: • level design • quest item creation • NPC and dialogue construction • scripting This book will be of great interest to all game designers looking to create new, innovative quests in their games. It will also appeal to new media researchers, as well as humanities scholars in the fields of mythology and depth-psychology that want to bring computer-assisted instruction into their classroom in an innovative way. The companion website includes lecture and workshop slides, and can be accessed at: www.designingquests.com
The design for Quest to Learn, an innovative school in New York City that offers a “game-like” approach to learning. Quest to Learn, an innovative school for grades 6 to 12 in New York City, grew out of the idea that gaming and game design offer a promising new paradigm for curriculum and learning. The designers of Quest to Learn developed an approach to learning that draws from what games do best: drop kids into inquiry-based, complex problem spaces that are built to help players understand how they are doing, what they need to work on, and where to go next. Content is not treated as dry information but as a living resource; students are encouraged to interact with the larger world in ways that feel relevant, exciting, and empowering. Quest to Learn opened in the fall of 2009 with 76 sixth graders. In their first semester, these students learned—among other things—to convert fractions into decimals in order to break a piece of code found in a library book; to use atlases and read maps to create a location guide for a reality television series; and to create video tutorials for a hapless group of fictional inventors. This research and development document outlines the learning framework for the school, making the original design available to others in the field. Elements in development include a detailed curriculum map, a budget, and samples of student and teacher handbooks.
This book offers a unique exploration of the work of Paul Bowles and Ibrahim Alkoni, and reveals timely insights into the relationship between the West and the Orient, showing that they both challenge and extend existing scholarship on this subject. It builds on a sound theoretical platform which serves as a solid foundation for the analysis of the overarching theme. Theories of place, representation, Orientalism and post-colonialism are discussed in depth and are linked to the deconstruction and analysis of the selected literary texts, helping the reader understand the various quests and motivations of the protagonists of the works of Bowles and Alkoni. The first part of the book looks into the work of Bowles, and is based on the fact that many of the author’s texts revolve around the theme of encounters between Western and Eastern cultures. It adopts a specific focus on the North African space, which is depicted from a number of different points of view, including native, French, English and American perspectives. The second section discusses the work of the Libyan author Ibrahim Alkoni as a quester for a Mythical Identity. It introduces the reader to the significance of the desert in both classical and modern Arabic literature and its place in the Arabic cultural imaginary. This work is highly original both in its approach and subject matter, and, as such, it constitutes a valuable contribution to the study of comparative literature, Arabic literature, and postcolonial magical realist literature. It offers many original insights into this little studied field, demonstrating a successful venture into less-trodden terrain.
Modern scholars have varied responses to apocalyptic narrative in the Synoptic Gospels. Some ignore it; others reinterpret it and don't think that Jesus' warning about persecution works in this setting. In order to understand apocalyptic in the New Testament, we need to understand Jewish apocalyptic, and its similarities and differences with Jesus. We need to know the key themes and where those themes develop in the Synoptic Gospels. Eschatological Relationships and Jesus begins by exploring the components of prophetic and apocalyptic eschatology (figurative language, history, sequence, and juxtaposition of ideas) and then develops some of the major theological themes in Meyer, Wright, and Progressive Dispensationalism from the Synoptic Gospels. As readers work through Eschatological Relationships and Jesus, they begin to see and interpret the various patterns and themes in the eschatological discourses. Samples from Mark's Gospel to Matthew and Luke and a table of key eschatological relations makes this study a practical guide to the gospels.
The book presents the latest results from a prize-winning research program on the authoritarian personality. Many of America's biggest problems, Bob Altemeyer shows, have authoritarian roots.
It's widely accepted that the increasing use of technology, such as TV and computers, has led to a reduction in physical activity. But in Physical Education Technology Playbook, authors Darla Castelli and Leah Holland Fiorentino show you how to use technology to increase physical activity and enhance learning about health and fitness. This book comes with detailed instructions and examples, so you can easily incorporate the described technologies into your teaching. --From cover.
In this book, Hodge takes into account the Christological, theological, and ecclesiological ruminations of a selected group of Hip Hop and rap song lyrics, interviews, and interviews from those defined as Hip Hoppers. The aim of this examination is to ascertain what a Hip Hop theology of community might entail, how it may look, and what it could feel like. The central premise are questions: does a Hip Hop ‘theology’ even fit? Is there an actual motif which Hip Hoppers are espousing within the supernatural realm? This study concerns itself with just over 8,500 songs. Its timespan is between 1987-2011, and it contains interviews from those in the Hip Hop community.